TRIKE Notes Articles

Following are selected articles from the TRIKE Notes. Below, you will find:

"Target Grant Awarded" by Angel Hillyard

"Living Kodály's Vision" by Aileen Brown

"Book Nook," with contributions by Karla Cherwinski

"Target Grant Awarded"by Angel Hillyard

With budgets shrinking, especially when it comes to music – it’s easy to become discouraged. . . . . but there’s hope! Earlier this year I wrote a grant application to the Target Corporation. I wanted to have Opera Columbus come out and present their “Opera on the Go!” program. The cost is $800 and my yearly budget for everything is only $250, so the only way to give my students this experience is with outside help! While writing the grant I was talking with a colleague who suggested that I also ask for instruments, as they are nearly impossible to purchase with only $250 a year. I was hesitant to ask for so many things, but figured, the worst they could do was say no – so I included a “pie-in-the-sky” instrument package in my grant as well.

Not only did they approve the Opera program, they approved the $3500 instrument package as well! In addition, they wanted to make sure I had enough money for shipping and “anything else I might need” and added another $700 to make my grant total an even $5,000! I was like a kid in a candy store – deciding what to purchase took quite a while, as I knew I would probably never have an opportunity like this again. Another thing I learned through this process is that music catalog companies are definitely willing to negotiate if you have a large order. Working with their bid coordinator I was actually able to receive about $5000 worth of instruments for only $4195. (thanks for the tip, Karla!)

The grant application took me under an hour to complete, and the difference that it has made to my program cannot be measured. The students were so excited when all the boxes arrived (the week beforeChristmas – perfect timing!) I’ve also had many classroom teachers come down after school to check out the new gear. I’m really looking forward to actually being able to incorporate these instruments into my lessons – which was very difficult to do before because I only had 5! I now have enough barred instruments for the entire class to play. If I had known that these opportunities were available, I would have done this years ago.

When looking for grant opportunities – always start locally. What large businesses are in your district? They are more apt to give locally to increase their positive exposure. Check into their existing programs for charitable giving, including their focus. Target focuses their giving to the arts as well as education – a perfect fit for what we do! If there isn’t an existing program that fits your needs, you can always submit a proposal and give them a chance to say yes. I am by no means a “grant writing expert”, Target provides online applications to fill out that are fairly simple and straight-forward. So many companies set aside money for charitable contributions, you just need to find the right fit for your cause – it’s well worth your time!

Living Kodaly's VisionBy Aileen Miracle

As Kodály-inspired teachers, we have learned much of Zoltan Kodály’s beliefs about music education. Indeed, many of us can quote Kodály’s ideas about folk music, singing, and the importance of early music education. But as we step into our music classrooms and take on the demands of musical programs, assessment, and back-to-back classes, how can we endeavor to live Kodály’s vision? Following are many of Kodály’s often-recited quotes, with sample activities which target each quote. All music and singing games included in this article can be found at my blog: aileenmusic.wordpress.com.

“If one were to attempt to express the essence of this education in one word, it could only be - singing.”

In an “older beginner” classroom, in which older students are new to Kodály-inspired teaching, they are often hesitant to sing, and uncomfortable with their own singing voices. But as Kodály said, singing is the foundation. So how do we encourage joyful, in-tune singing with our fourth, fifth, and sixth graders? Music must be age-appropriate, melodically and/or rhythmically interesting, and engaging; singing games should be challenging and fun. I have found the songs “Ye Toop Doram” (Afghanistan) and “Old House” (African-American) wonderful choices for both my older beginners and for students who have had Kodály-inspired education since Kindergarten. “Old House” is an excellent song for encouraging solo singing, and teaching melodic contour, with the “tear it down” responses; the game for “Ye Toop Doram” is always a favorite. By using these songs and age-appropriate, interesting songs like them, Kodály’s vision of a singing-based curriculum can unfold.

“We should read music in the same way that an educated adult will read a book: in silence, but imagining the sound."

Inner hearing is vital to a child’s musicianship. Through lots of singing, inner hearing exercises, and sight-reading activities, students can reach Kodály’s goal of reading a piece of music inside their head. For students who are practicing the note “la,” I have found the song “No Robbers Out Today” a great sight-reading example. I have the song written in two phrases on the staff, on the board. Before trying to sight-read, I have students just read the rhythm. Then, we review where sol, mi, and la are on the staff, and we speak through the solfa, in rhythm. Then, I give them a starting pitch, and have them inner hear the song. Finally, we sing the song on solfa together. I make certain to not show them the hand signs—otherwise, they are looking at my hands instead of reading from the staff! I correct any mistakes they’ve made, and we sing again. Then, we add the lyrics underneath, sing with lyrics, and play the game, which is always a favorite!

“And I would advise my young colleagues, the composers of symphonies, to drop in sometimes at the kindergarten, too. It is there that it is decided whether there will be anybody to understand their works in twenty years' time.”

Feeling steady beat is a huge focus in Kindergarten. To prepare and practice steady beat, I play a game with my Kindergarteners called “Follow the leader.” I play a recording that has a very strong, steady beat, and then improvise different motions to the beat, such as patting my lap, patting my head, moving my arms like a chicken, disco dance, etc. I do each motion for 8 beats, then move onto a different motion. Students copy what I am doing. After I present steady beat, I play the same game, but after I have improvised many motions, I have a student leader improvise motions and the rest of the class follows. Some of my favorites for “Follow the leader” include: “The Nutcracker March” by Tchaikovsky, “Root Beer Rag” by Billy Joel, “Hary Janos Suite” by Kodály, and “Stars and Stripes Forever” by Sousa. John Feierabend’s “Keeping the Beat” CD is an excellent resource for beat preparation and practice. This activity is great not only for steady beat, but to expose students to music of the masters.

"Singing connected with movements and action is a much more ancient, and, at the same time, more complex phenomenon than is a simple song."

One of my favorite songs connected with movements and action is “Long-Legged Sailor.” Students from second grade to fifth grade find the motions challenging; with the older students, you can add more verses and motions. The song is excellent for “re” practice, and so much fun!

“Real art is one of the most powerful forces in the rise of mankind, and he who renders it accessible to as many people as possible is a benefactor of humanity.”

Teach as many students as you can and share with as many educators as you can. It is through our joy that we can educate, advocate, and make the world a better place through the miracle of music.

Book NookContributed by Karla Chewinski

The Jazz Fly 2: The Jungle Pachanga By M Gollub

Jazz Fly and his band can only get to
and from a jungle club gig (and out of trouble) if they use the right Spanish
words. But on the CD, Gollub tells young audiences that Spanish is not the only
language to listen for in this story. They also must listen for "jazz
words": nonsense syllables that evoke classic scat singing. The Spanish
words appear in pink text, while jazz words appear in green. This technique
helps young readers distinguish between the two.

Little Green By K Baker

"Little Green" is the nickname
given the bird by the narrator, an aspiring young artist who raptly follows the
flitting creature from his desk by an open window: "I see you out there,
Little Green/ In the flowers and between,/ Zipping round and round and round,/
Jigging, jagging, down up down." Great read aloud and vocal
exploration book for K and 1st grade.

Man Gave Names to All the Animals

By Bob Dylan & Jim Arnosky

Whimsical and witty, Man Gave Names to All the
Animals first appeared on Bob Dylan's album Slow Train Coming in 1979.
Illustrator and naturalist Jim Arnosky has now crafted a stunning picture book
adaptation of Dylan's song that is a treat for both children and adults. The
images of more than 170 animals are breathtaking and the included CD is Dylan's
original recording of the song. The revered musical legend rarely allows his
songs to be illustrated, and Arnosky has done an amazing job with the parade of
spectacular creatures ready to receive their names -- until the surprise
ending, when children get to name an animal themselves.

Powered by Create your own unique website with customizable templates.